K-5 Math Lesson Plan
Teacher: Herbin, Tennyson, Harris,
Grade: 5th
Williams
Unit Title:
Understanding the Decimal Place Value System
Date(s): September 2012
Corresponding Unit Task: Lesson 2
2012 Summer Olympics— Who Gets the
Gold? (Teach prior to task 3)
Essential Question(s):
How can I compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and
< symbols to record the results of comparisons?
Materials/Resources
Essential Vocabulary
Greater than >
Teacher:
Student:
Comparing Numbers Powerpoint,
Paper, pencil
Less than <
McDonalds Powerpoint , computer
Equal to =
with internet capabilities, decimal
cards from task 2
Learning Experience
8 Mathematical Practices:
√ 1. Make sense of problems and
persevere in solving them.
√ 2. Reason abstractly and
quantitatively.
√ 3. Construct viable arguments
and critique the reasoning of others.
√ 4. Model with mathematics.
5. Use appropriate tools
strategically.
√ 6. Attend to precision.
7. Look for and make use of
structure.
√
8. Look for and express
regularity in repeated reasoning.
Common Core State Standards:
5.NBT.3b
Compare two decimals to thousandths based on meanings of the digits in each
place, using >, =, and < symbols to record the results of comparisons. (Correlates
to NCSCOS Math Objective 1.01)
I Can Statement(s):

I can record results of comparisons of decimals to the thousandths.

I can compare two decimals to the thousandths based on placement
of the digits.

I can use the symbol (=) when comparing numbers.

I can use the symbol (<) when comparing numbers.

I can use the symbol (>) when comparing numbers.
Activating Strategy/Hook: (How will students become cognitively engaged and
focused?)
Watch Video on Gaggle (use your GCS username and password (first three of last name,
last four of social) to access. Video Title: Alligator Smashes Watermelon !
Teacher Directed:
Use PowerPoint to discuss how to compare decimals using greater than, less than,
or equal to in the real world.
http://www.authorstream.com/Presentation/afabbro-68217-comparing-orderingdecimals-compare-order-entertainment-ppt-powerpoint/
Stop when necessary to elaborate based on students levels.
Guided Practice:
Stand up, Hand up, Pair Up Activity
Using the decimal cards in task 2 (see end of plan), distribute one decimal card per
student.
Play music (optional) and allow students to move throughout the room. After a
short amount of time, stop the music and students will high five another student,
then pair up to discuss if their number is greater than, less than, or equal to their
partners number. Use the Random Name Picker (For example:
http://primaryschoolict.com/random-name-selector/ ) to choose a pair and discuss
Guilford County Schools
Office of Curriculum & Instruction
May 2012
their answers. Begin music again and repeat activity.
Independent Practice:
Envisions Textbook p. 12-13 (Problems chosen by teacher based on student need.)
Closing/Summarizing Strategy:
“Ticket out the door”--Have students compare and order the following three
numbers.
19.08
4 x 100 + 5 x 1 + 7 x 1/100
fifty-seven and thirty-three hundredths
Differentiation Strategies
Extension
Intervention
Language Development
Using the problem of the day PowerPoint
Use Comparing numbers
First, compare the whole
slides found at
PowerPoint to help students
numbers to the left of the
http://www.elemedu.ccs.k12.nc.us/Resource understand comparing whole
decimal point.
s/Mathnumbers. Walk students
Documents/Problem/Problem_of_the_Daythrough the slides and discuss
If they are not the same, the
Main.htm under fifth grade, quarter 1, use
how each answer was derived. smaller decimal number is the
http://math.pppst.com/comparing one with the smaller whole
slides 15, 16, and 17 to extend thinking.
.html
number.
Have students prove their thinking.
For instance, compare 52.432
Then students will chose a decimal number
with 45.989
and show it in base ten, number name, and
expanded forms.
52 is bigger than 45, so the
bigger decimal number is
52.432
We write 52.432 > 45.989 or
45.989 < 52.989
On the other hand, if they are
the same, compare the whole
number to the right of the
decimal point.
The smaller decimal number is
the one with the smaller whole
number on the right of the
decimal point.
for instance, compare 60.802
with 60.504
Guilford County Schools
Office of Curriculum & Instruction
May 2012
The whole numbers to the left
of the decimal point are equal,
so compare the whole
numbers to the right of the
decimal point.
504 is smaller than 802, so the
smaller decimal number is
60.504.
We write 60.504 < 60.802 or
60.802 > 60.504
Sometimes, they may not have
the same number of decimal
places to the right of the
decimal point. Just add
zero(s) in this case!
For instance, compare 10.598
with 10.61
add a 0 after 61 to get 10.610
610 is bigger than 598, so
10.598 < 10.61
Other examples of comparing
decimals:
4.7 > 4.4
3.23 < 3.25
7.34 < 7.304
Other times, it may not be
obvious which one of the
whole numbers to the right of
the decimal point is bigger or
smaller.
In this case, compare each
digit to the right of the
decimal point starting with the
Guilford County Schools
Office of Curriculum & Instruction
May 2012
tenths place
If the digits in the tenths place
are equal, compare the digits
in the hundredths place, and so
forth...
for instance, compare 0.043
with 0.00985
Compare 1.2045 with 1.2050
The digits in the tenths place,
which are 2 and 2 are equal, so
we cannot conclude.
The digits in the hundredths
place, which are 0 and 0 are
equal, so we cannot conclude
The digits in the thousandths
place are 4 and 5.
4 < 5, so 1.2045 < 1.2050
Assessment(s):
Collect Ticket out the door and check for accuracy.
Teacher Reflection: (Next steps?)
•
What went well?
•
Student understanding/misconceptions.
•
Specific notes about students’ thinking.
•
What do I need to reteach/review tomorrow or in the future?
•
New ideas or changes for next time?
Guilford County Schools
Office of Curriculum & Instruction
May 2012
Decimal Cards
32.526
32.425
33.652
52.015
52.150
52.051
15.258
15.589
15.125
52.015
52.150
52.051
147.851
147.185
147.581
Guilford County Schools
Office of Curriculum & Instruction
May 2012
8.007
8.700
8.070
.068
.680
.860
.008
.095
.086
1.524
52.150
52.051
2.352
23.520
235.200
Guilford County Schools
Office of Curriculum & Instruction
May 2012